Este estudio reporta el proceso de validación psicométrica mediante análisis confirmatorio y análisis descriptivo del Enright Forgiveness Inventory-30 (EFI-30), una medida del grado de perdón ...interpersonal, versión corta, en español. El EFI-30 se tradujo de la versión original en inglés y se administró a una muestra de 623 mujeres y hombres españoles con una edad media de 29 años (DE = 14.65). Los participantes respondieron a un cuestionario sociodemográfico, el EFI-30, el Item de Perdón y la medida de deseabilidad social de Crowne-Marlowe, también en la versión corta en español. Los resultados confirmaron la estructura de 6 factores en el EFI-30 y correlaciones positivas con la medida de perdón. No se encontraron correlaciones con la deseabilidad social. También presentamos resultados significativos en la comparación de medias entre las escalas internas de EFI y el análisis del dolor por género. La discusión sustenta que el EFI-30 en español es válido y fiable para su uso en investigación y en el ámbito profesional.
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In some fields of research, psychologists are interested in effect sizes that are large enough to make a difference to people’s subjective experience. Recently, an anchor-based method using a global ...rating of change was proposed as a way to quantify the smallest subjectively experienced difference—the smallest numerical difference in the outcome measure that, on average, corresponds to reported changes in people’s subjective experience. According to the method, the construct of interest is measured on two occasions (Time 1 and Time 2). At Time 2, people also use an anchor-item to report how much they experienced a change in the construct. Participants are then categorized as those who stayed the same, those who changed a lot, and those who changed a little. The average change score for those who changed a little is the estimate of the smallest subjectively experienced difference. In the present study, I examined two aspects of the method’s validity. First, I tested whether presenting the anchor-item before or after the Time 2 outcome measure influences the results. The results suggest that any potential influence of the anchor-position, assuming there is an influence, is likely to be small. Second, I examined the anchor-item’s validity correlations when the delay between Time 1 and 2 is one day to also see if the pattern is similar to past research where the delay was two and five days. The observed pattern of validity correlations was very similar. I note directions for future research.
Narrative competence has been defined as a bridge between oral and written language, given that it is acquired before children formally learn to read. This competence has shown to be a relevant ...factor in reading comprehension and school learning. This study examines the narrative comprehension task proposed by Paris and Paris (2003) and adapted in Chile by Silva et al. (2014) to detect changes in the development of this skill in a purposive sample of 172 Chilean preschoolers aged 2-4 years (121) and 4-6 years (51), 52% of whom were girls. The children, who resided in areas with an average vulnerability index of 86%, attended 9 subsidized private schools in the Metropolitan Region (72% of the sample) and 6 municipal schools in the BioBío Region (29% of the sample). Results show the tool’s structural validity, differential functioning by sex, and adequate internal consistency. Furthermore, the tool exhibits developmental sensitivity, yielding different results according to student age or educational level. The availability of instruments of this type makes it possible to identify children’s progress in this domain and organize pedagogical work to enhance their learning in early childhood education.
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An alternative assessment tool called the Profile of Psychological Strategies (ProPS) was recently developed to measure athletes’ perceptions of (a) which strategies they use, (b) to pursue which ...psychological outcomes, and (c) how effective their strategies are in pursuing those psychological outcomes. This case study explains the process of evaluating this new, flexible, and highly applied tool’s theoretical validity/coherence, reliability, and immediate utility with 101 competitive athletes. This study showed that the theoretical validity and reliability of even nonstandardized, highly applied assessment tools can be evaluated. The ProPS was found to have good preliminary levels of divergent validity and immediate utility. The ProPS was also preliminarily found to have acceptable levels of known-group, concurrent, and convergent evidence, as well as test–retest reliability. Athletes in higher resilience and/or lower concentration disruption groups tended to report higher levels of effectiveness in selected psychological strategies. This case study can be useful for sport experts, especially sport psychology practitioners, wishing to use the ProPS to measure athletes’ psychological strategies and for those aiming to evaluate their own applied assessment tool.
Introduccion: La memoria visual se define como la habilidad para recordar imagenes visuales en forma de objetos eventos o palabras. Investigaciones previas en ninos con dificultades de aprendizaje se ...han centrado principalmente en la relacion entre la memoria visual y el fracaso escolar. Objetivos: Desarrollar una prueba de memoria visual usando imagenes de objetos familiares y determinar sus valores normativos y evidencias de validez en una poblacion de ninos que padecen dificultades de aprendizaje ademas de un grupo control. Metodos y procedimientos: Un total de 330 ninos participaron en este estudio (7-14 anos), 190 padecian algun tipo de dificultad de aprendizaje y 140 no tenian ningun diagnostico. La memoria visual fue evaluada usado una prueba (VMTSP) basada en las figuras de Snodgrass que evaluo la memoria a corto, largo plazo y el reconocimiento. Tambien se utilizo la figura compleja de Rey y el Hooper Visual Organisation Test. Resultados: Los resultados de las tres variables del VMP-SP difirieron significativamente en ninos con dificultades de aprendizaje del grupo control. Las puntuaciones fueron influenciadas por la edad (con un mayor porcentaje de respuestas correctas proporcionadas por los ninos de mas edad), el genero, el nivel educativo de la madre y el habitat. Finalmente se encontro una correlacion moderada con otras pruebas de memoria visual. Conclusiones: VMT-SP es una nueva herramienta clinica para la evaluacion de la memoria visual. Se ha presentado evidencia de su validez concurrente y su aplicabilidad en la evaluacion de ninos que padecen dificultades de aprendizaje. Palabras clave Memoria Visual; Dificultades de Aprendizaje; Neuropsicologia; Ninos. Introduction: Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother's level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD. Keywords Visual Memory; Learning Disabilities; Neuropsychology; Children.
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This book examines test validity in the behavioral, social, and educational sciences by exploring three fundamental problems: measurement, causation and meaning. Psychometric and philosophical ...perspectives receive attention along with unresolved issues. The authors explore how measurement is conceived from both the classical and modern perspectives. The importance of understanding the underlying concepts as well as the practical challenges of test construction and use receive emphasis throughout. The book summarizes the current state of the test validity theory field. Necessary background on test theory and statistics is presented as a conceptual overview where needed.
Each chapter begins with an overview of key material reviewed in previous chapters, concludes with a list of suggested readings, and features boxes with examples that connect theory to practice. These examples reflect actual situations that occurred in psychology, education, and other disciplines in the US and around the globe, bringing theory to life. Critical thinking questions related to the boxed material engage and challenge readers. A few examples include:
What is the difference between intelligence and IQ?
Can people disagree on issues of value but agree on issues of test validity?
Is it possible to ask the same question in two different languages?
The first part of the book contrasts theories of measurement as applied to the validity of behavioral science measures.The next part considers causal theories of measurement in relation to alternatives such as behavior domain sampling, and then unpacks the causal approach in terms of alternative theories of causation.The final section explores the meaning and interpretation of test scores as it applies to test validity. Each set of chapters opens with a review of the key theories and literature and concludes with a review of related open questions in test validity theory.
Researchers, practitione
The aim of this study was to analyze the reliability and the validity of the handgrip, basketball throw and pushups tests in children aged 6–12 years. One hundred and eighty healthy children (82 ...girls) agreed to participate in this study. All the upper body muscular fitness tests were performed twice (7 days apart) whereas the 1 repetition maximum (1RM) bench press test was performed 2 days after the first session of testing. All the tests showed a high reproducibility (ICC > 0.9) except the push-ups test (intertrial difference = 0.77 ± 2.38,
p
< .001 and the percentage error = 9%). The handgrip test showed the highest association with 1RM bench press test (
r
= .79,
p
< .01;
R
2
= .621). In conclusion the handgrip and basketball throw tests are shown as reliable and valid tests to assess upper body muscular strength in children. More studies are needed to assess the validity and the reliability of the upper body muscular endurance tests in children.
In recent years, psychology has wrestled with the broader implications of disappointing rates of replication of previously demonstrated effects. This article proposes that many aspects of this ...pattern of results can be understood within the classic framework of four proposed forms of validity: statistical conclusion validity, internal validity, construct validity, and external validity. The article explains the conceptual logic for how differences in each type of validity across an original study and a subsequent replication attempt can lead to replication “failure.” Existing themes in the replication literature related to each type of validity are also highlighted. Furthermore, empirical evidence is considered for the role of each type of validity in non-replication. The article concludes with a discussion of broader implications of this classic validity framework for improving replication rates in psychological research.
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En el presente trabajo se explora la fiabilidad y la validez de la versión española del Sistema de Observación del Clima Motivacional Multidimensional (MMCOS), un instrumento basado en metodología ...observacional para evaluar el clima motivacional creado por los entrenadores deportivos desde el modelo propuesto por Joan L. Duda en el 2013, el cual integra la Teoría de las Metas de Logro y la Teoría de la Autodeterminación. Se llevaron a cabo diferentes análisis para conocer la fiabilidad interobservador, las características de los datos obtenidos, la estructura factorial del instrumento y el potencial predictivo del MMCOS sobre la intención de los jugadores de abandonar la siguiente temporada. La muestra estuvo compuesta por 36 entrenadores varones de fútbol base, cada uno de los cuales fueron filmados durante un entrenamiento y evaluados a través del MMCOS, y 293 futbolistas varones de las categorías alevín e infantil que completaron un cuestionario para evaluar su intención de abandono. Los resultados, que en términos generales indicaron fiabilidad satisfactoria y ofrecieron evidencias de validez, se discuten en torno a las características del instrumento de observación.
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